180
D. Fam et al.
4 Conclusion
The conventional domain for many universities to address sustainability lies within
schools of the environment, focusing primarily on resource management (Hoffaman
et al. 2017). In contrast, Living Labs allow for the development of different models
for sustainability education that operate within and across university faculties (and
inter-university collaboration). The challenge of introducing and standardising collaborative research across disciplinary faculties in degree programs (Fam et al. 2018)
attests to the need to consider and nurture multiple models of inter- and transdisciplinary education, of which a TDLL is one.
In the higher education context, on-campus Living Labs are one way to create an
environment that supports TD research. Living Labs bring members of the public,
business, government and researchers together to co-create services, systems, technologies and societal solutions. Linking curriculum, operations and research, Living
Labs offer holistic and systemic ways to support the university, and its researchers,
students and graduates to practically meet the SDGs (Reynolds et al. 2018). Utilizing
campus infrastructure as a living environment for applied, collaborative learning not
only advances sustainability on campus but prepares students to be active, engaged
citizens, and to continue this work beyond their life at university.
On a final note, as educators, the authors believe that ‘…a fundamental change is
needed in the way we think about education’s role in global development because it
has a catalytic impact on the well-being of individuals and the planet’ (Irina Bokova,
Director General of UNESCO, UNESCO 2017). This chapter has aimed therefore
to share our experience of designing and delivering context-dependent, collaborative
learning experiences that incorporate the SDGs and planetary boundaries not only
as a concept for reflection by students but as a guiding frame for designing a more
sustainable world.
References
Abson D, Fischer J, Leventon J, Newig J, Schomerus T, Vilsmaier U, von Wehrden H, Abernethy
P, Ives CD; Jager NW, Lang DJ (2017) Leverage points for sustainability transformation. Ambio
46:30–39
Brown VA (2010) Collective inquiry and its wicked problems. In: Brown VA, Harris JA, Russell JY
(eds) Tackling Wicked Problems through the transdisciplinary imagination. Earthscan, London,
pp 61–83
Capra F (1996) Web of life. Harper Collins, London
Curtis S (2015) An investigation of living labs for sustainability. Reflections on the living
lab methodology. http://www.stevenkanecurtis.com/uploads/6/0/5/0/6050171/steven_c_arscp_
a2_0308.pdf. Accessed 6th Dec 2017
Daniel A (2017) Strategic opportunities for sustainability-focused living laboratories at Western
Sydney University. Western Sydney University. December, 2017 (in press)
Dewey J (1938) Experience and education. Collier, New York
Dutilleul B, Birrer FA, Mensink W (2010) Unpacking European living labs: analysing innovation’s
social dimensions. Cent Eur J Public Policy 4(1):60–85
D. Fam et al.
4 Conclusion
The conventional domain for many universities to address sustainability lies within
schools of the environment, focusing primarily on resource management (Hoffaman
et al. 2017). In contrast, Living Labs allow for the development of different models
for sustainability education that operate within and across university faculties (and
inter-university collaboration). The challenge of introducing and standardising collaborative research across disciplinary faculties in degree programs (Fam et al. 2018)
attests to the need to consider and nurture multiple models of inter- and transdisciplinary education, of which a TDLL is one.
In the higher education context, on-campus Living Labs are one way to create an
environment that supports TD research. Living Labs bring members of the public,
business, government and researchers together to co-create services, systems, technologies and societal solutions. Linking curriculum, operations and research, Living
Labs offer holistic and systemic ways to support the university, and its researchers,
students and graduates to practically meet the SDGs (Reynolds et al. 2018). Utilizing
campus infrastructure as a living environment for applied, collaborative learning not
only advances sustainability on campus but prepares students to be active, engaged
citizens, and to continue this work beyond their life at university.
On a final note, as educators, the authors believe that ‘…a fundamental change is
needed in the way we think about education’s role in global development because it
has a catalytic impact on the well-being of individuals and the planet’ (Irina Bokova,
Director General of UNESCO, UNESCO 2017). This chapter has aimed therefore
to share our experience of designing and delivering context-dependent, collaborative
learning experiences that incorporate the SDGs and planetary boundaries not only
as a concept for reflection by students but as a guiding frame for designing a more
sustainable world.
References
Abson D, Fischer J, Leventon J, Newig J, Schomerus T, Vilsmaier U, von Wehrden H, Abernethy
P, Ives CD; Jager NW, Lang DJ (2017) Leverage points for sustainability transformation. Ambio
46:30–39
Brown VA (2010) Collective inquiry and its wicked problems. In: Brown VA, Harris JA, Russell JY
(eds) Tackling Wicked Problems through the transdisciplinary imagination. Earthscan, London,
pp 61–83
Capra F (1996) Web of life. Harper Collins, London
Curtis S (2015) An investigation of living labs for sustainability. Reflections on the living
lab methodology. http://www.stevenkanecurtis.com/uploads/6/0/5/0/6050171/steven_c_arscp_
a2_0308.pdf. Accessed 6th Dec 2017
Daniel A (2017) Strategic opportunities for sustainability-focused living laboratories at Western
Sydney University. Western Sydney University. December, 2017 (in press)
Dewey J (1938) Experience and education. Collier, New York
Dutilleul B, Birrer FA, Mensink W (2010) Unpacking European living labs: analysing innovation’s
social dimensions. Cent Eur J Public Policy 4(1):60–85